新西兰教育学作业代写 单词预测软件

2020-08-25 17:21

在许多情况下，技术可以在帮助残疾学生克服他们所面临的学业困难和帮助他们提高学业技能方面发挥重要和重要的作用。Cullen, Richards和Frank(2008)进行了一项研究，以确定计算机软件是否会帮助有残疾的学生提高他们的写作成绩。采用多基线设计对7名患有轻度残疾的五年级学生进行研究，分为三个阶段:基线、使用语音文字处理机进行干预、以及使用与语音文字处理机相结合的文字预测软件进行干预。在第一周(基线)，学生们手写了所有的写作样本，没有任何调整;在接下来的三周(第一干预)中，学生们使用了Write:Outloud，一个会说话的文字处理器来处理所有的写作样本;在过去的三周(干预二)中，学生们使用了一个单词预测软件Co:Writer，同时对所有的写作样本使用了Write:Outloud。结果显示，在两个干预阶段中，七名学生中有五名学生的词汇量有所提高，而在两个干预阶段中，与基线阶段相比，其他两名学生的词汇量有所下降。这组平均数显示出单词的数量有了提高。在不同阶段，无论是单独的还是组内，拼错单词的数量都有所改善。总体而言，调查结果显示，这7名学生中的大多数都受到了积极的影响。另一个例子的技术可以发挥重要的作用,帮助学生克服他们的困难和学术技能可以Bouck进行的研究中发现,勇敢的,弗拉纳根,Szwed, Bassette(2010)研究如何有效pentop计算机(FLYPen)和编写软件(专门为FLYPen)是在协助残疾学生写作。这个工具“类似于一支典型的钢笔，体积更大，顶部有一个插入软件墨盒的插槽。”当使用为FLYPen制作的特殊纸张时，笔杆计算机产生声音输出，为学生提供各种活动的方向、提示、强化和提示。本研究选择了三名年龄在15 - 18岁接受特殊教育的高中生;2)有轻度智力或学习障碍的学生;3)书面表达困难的学生;从小学早期就接受特殊教育服务的学生。结果显示，所有学生在使用FLYPen时，书面表达的质量都有了初步的提高。他们认为，技术增强的程序促进器不仅能使轻度残疾学生的书面表达在质量和数量上受益，而且还能提高学生的写作计划能力，帮助他们更独立地完成这些任务。
新西兰教育学作业代写 单词预测软件
Technology could play an important and significant role, in many cases, in helping students with disabilities overcome the academic difficulties that they face and helping them to advance their academic skills as well. Cullen, Richards, and Frank (2008) conducted a study to determine whether computer software would help students with disabilities improve their performance in writing. A multiple baseline design was used to study seven fifth grade students with mild disabilities in three phases: baseline, intervention using a talking word processor, and intervention using word prediction software in conjunction with a talking word processor. In the first week (Baseline) students handwrote all writing samples with no accommodations; in the next three weeks (Intervention one) Students used Write:Outloud, a talking word processor for all writing samples; in the last three weeks (Intervention two) students used Co:Writer, a word prediction software, in conjunction with Write:Outloud for all writing samples. The results displayed that five students out of seven in the study improved the number of words produced in the two intervention phases, while the number of words produced decreased with the other two students in both intervention phases compared with the baseline phase. The group mean showed that there was an improvement in the number of words produced. There were improvements in the number of misspelled words across phases, both individually and in the group mean. Overall, the results showed that the impact on most of the seven students was positive. Another example of the important role that technology can play in helping students to overcome their difficulties with academic skills can be found in the study conducted by Bouck, Doughty, Flanagan, Szwed, and Bassette (2010) to examine how effective a pentop computer (a FLYPen) and the writing software (specifically designed for the FLYPen) was in assisting students with disabilities in writing. This tool “resembles a typical pen, larger in size and includes a slot at the top where a software cartridge is inserted. When using special paper created for the FLYPen, the pentop computer produces voice output to provide directions, prompts, reinforcement, and hints to students for various activities” (p. 36). In this study, three high school students were chosen based on the following criteria: 1) high school students receiving special education services between 15 and 18 years old; 2) students with a mild intellectual disability or learning disability; 3) students having difficulty in written expression; 4) students who had received special education services since early elementary school. The results presented that all students experienced initial gains in the quality of written expression while using the FLYPen. They determined that technology-enhanced procedural facilitators not only can benefit the quality and quantity of written expression in students with mild disabilities, but it can also improve students ability to plan their writing and help them complete these tasks more independently.

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